| Resilience Processes in Teacher Education | | Projekt - Fak. 1 - Erziehungswissenschaft - Schulpädagogik |  | | Status: | abgeschlossen | | | Kurzinhalt: | Teacher trainees experience great pressure during their university education. This leads very often to lower levels of motivation to complete the studies. This study addresses whether self-efficacy, social resilience and supportive factors such as family or fellow students can support developing higher levels of teacher students’ intrinsic motivation. Following Decy & Ryan’s Self-Determination-Theory we introduced the three components autonomy, competence, and relatedness as indicators in order to identify students’ basic psychological needs. We additionally analyzed if self-efficacy has a mediation effect between family and fellow students support and the three SDT components.
Methods:
Data from a 2016 questionnaire-study with 698 teacher trainees at two German universities (University of Education Heidelberg, University of Osnabrueck) were used. The structural-equation-model combined the social support factors mentioned above and self-efficacy in order to enhance the three self-determination components. Through multigroup analysis for testing gender, location, and stress-level effects we also addressed not only the overall structure of motivational processes but also the respective sub-groups.
[kürzen] | | | Ergebnis: | Social support factors are highly predictive for higher levels of autonomy, competence, and relatedness. That holds especially for support by fellow teacher students. These processes are additionally supported by the mediating effects of self-efficacy. Social support factors and self-efficacy together are highly predictive for the three SDT-components variance: Over 42% for autonomy, 38.1% for competence, and 41.2% for relatedness. These results are holding also for both genders.
Maintaining teacher trainees’ intrinsic motivation despite heavy studies’ workload has to address social support in the respective classes. Despite a highly condensed university curriculum we require a combination of social support and self-efficacy in order to meet teacher students’ basic psychological needs.
[kürzen] | | | Projektdauer: | 01.02.2016 bis 31.12.2017 | | | Projektbeteiligte: | Wassilis Kassis, Zurich University of Teacher Education, Switzerland, Prof. Dr., email: wassilis.kassis@phzh.ch & Ulrike Graf, University of Education Heidelberg, Germany, Prof. Dr., email: ulrike.graf@ph-heidelberg.de (Leitung)
Prof. Dr. Graf, Ulrike (Leitung) [Profil]
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